School of Education, Department of Educational Psychology, University of Wisconsin—Milwaukee, Enderis Hall 709, P.O. Box 413, Milwaukee, WI 53201-0413, USA.
J Couns Psychol. 2010 Jul;57(3):290-6. doi: 10.1037/a0019652.
To better understand the impact of psychotherapy on youth academic performance, the authors located and examined 83 studies of youth psychotherapy that contained 102 treatment comparisons. Results revealed a d = 0.46 overall effect size, with a d = 0.50 effect size for mental health outcomes, and a d = 0.38 effect size for academically related outcomes. Academically related outcomes were further categorized into teacher-rated classroom behavior (d = 0.26), academic achievement (d = 0.36), environmentally related outcomes (d = 0.26), and self-reported academically related outcomes (d = 0.59). Each of these effect sizes differed significantly from zero, and the 4 academically related categories were homogeneous. Participant racial and ethnic diversity and age were explored as moderators. The results point to psychotherapy benefiting student academics, regardless of age. Ethnically diverse participant groups in the studies fared better academically than did nondiverse groups. Implications discussed include counseling psychologists maintaining a holistic view of youth and of working more closely with educators.
为了更好地理解心理治疗对青少年学业成绩的影响，作者定位并检查了 83 项包含 102 种治疗比较的青少年心理治疗研究。结果显示，整体效应大小为 d = 0.46，心理健康结果的效应大小为 d = 0.50，与学业相关的结果的效应大小为 d = 0.38。与学业相关的结果进一步分为教师评定的课堂行为（d = 0.26）、学业成绩（d = 0.36）、环境相关结果（d = 0.26）和自我报告的与学业相关的结果（d = 0.59）。这些效应大小都显著不同于零，并且 4 个与学业相关的类别是同质的。还探讨了参与者的种族和民族多样性以及年龄作为调节因素。研究结果表明，心理治疗对学生的学业有好处，无论年龄大小。研究中具有种族多样性的参与者群体在学业上的表现优于非多样性群体。讨论的影响包括咨询心理学家对青少年保持整体观点，并与教育工作者更密切地合作。
